Institutional Competency Evaluation

Learning evaluation’s primary goal is to assess trainee’s performance with the purpose of adjusting the training process so that it meets the trainees’ training needs. Learning evaluation may take place anytime during the training. Self-evaluation is done by the trainee based on the performance criteria for each activity, formative evaluation is done by the trainers to check the accomplishments and to evaluate the level of competencies for purposes of adjustments in the training and a summative evaluation is done at the end of the training to assess trainees’ performance and knowledge of trainees.

In this Information Sheet we shall be  discussing  about  the Institutional Competency Evaluation which is done for every competency. Remember that in CBT, you are training trainees by competency. Before he advances to another competency or before assigning him to another competency you should test his current competency using the  Evaluation Tools previously prepared.

In competency based training, learning  evaluation  essentially  measures the sufficiency of trainees’ performance, knowledge and attitudes compared to a set competency standard.  Institutional  Competency  Evaluation is done to check whether the competencies set in the Training Regulations and the Competency Based Curriculum is met by the trainee.   It   is one of the bases for giving the Certificate of Achivement to the trainee.

Since training is self-paced, institutional assessment may be done anytime a trainee is ready to be assessed.

The Assessment Logbook

The Assessment logbook is a schedule  of trainees ready to be assessed for the day. You should prepare this logbook and have it accomplished  by  your trainees anytime they are ready to be assessed. This tool will help you schedule the limited equipment that you have in  your  workshop.  In  case your equipment is used for both training and institutional  assessment, trainees should be assigned to other learning areas of the competency they   are training on to give way for assessment.

This tool is very important when more than one trainee is to be assessed in a particular day considering that normally the trainer is also the assessor of the institutional competency evaluation and you are doing training and assessment at the same time.

Preparations for Institutional Competency Assessment

Prior to institutional assessment, the trainer should prepare the following:

• Competency Evaluation tool
• Answer sheet for written test
• Marking sheets
• Tools, materials and equipment needed for assessment
• A well lighted and well-ventilated assessment area within the workshop

Methods used in Institutional Competency Evaluation

1. Written test – the written test is usually given to test the knowledge aspect of the  competency.   This type  of test is therefore   a must in the evaluation. It is usually administered first before the performance test. It is recommended that the passing score for the written test is 70% of the total test items. This is to ensure that trainees learn the concepts of the competency as they learn  the skills.

2. Demonstration with questioning – this method is viewed to be the most appropriate method of evaluation for institutional competency evaluation as long as the materials, supplies and equipment mimic those that are in the actual work area. This  method allows you to set the procedures of the  performance  test, the time allotment and the assessment activities  so  that all  criteria in the evidence plan will be observed.

You should follow-up the performance with questions. In case, you are not sure that the criteria in the evidence plan are substantially evident, you should ask follow-up questions using your questioning tools. Usually, there is a need for you to ask questions on Job Role and environment and contingency management skills. You are not required to ask all questions in the assessment tool.

3. Observation with questioning – this is a method used in the actual work area. This method maybe applicable to some competencies especially if assessment cannot be done within the workshop. If your materials and equipment are not appropriate or insufficient, it is wiser to use this method.

An example of an assessment which may use this method is “laying brick/blocks for structure”. Assessment for this competency can never be done inside the workshop since you cannot lay blocks then remove it after. You have do  the assessment in an area where there is a need to lay blocks. In this way you will be able to observe the trainee perform the competency and gather the evidences in the evidence guide.

Sometimes Observation method has an advantage over demonstration method because you can directly observe Job  Role and environment management skills because the customer, the boss(the owner), and the environment are there.  Adjustments maybe needed because of factors of the inclination  of  the  ground and customer’s request which will eventually test the contingency management skill of the trainee.

Other methods of assessment maybe used as you deem more applicable and may vary from competency to competency.

Before the test

1. Give a short description of the assessment
2. Orient the trainees about:
   • the evidence requirements that has to be observed during the assessment process
   • what type of tests will be given
   • how the evidences of competencies will be gathered
   • time allotted for each activity
3. Give specific instruction as slowly and as clearly
4. Specify the do’s and don’ts specially on concerns of safety
5. Issue tools and materials in orderly manner.
6. Assign each trainee to an assessment area.

During the test

1. Make all necessary announcements just before the test.
2. Help  trainees overcome their nervousness,  distractions and irritation.
3. Administer the written test. A passing score should be attained by  the trainee before he proceeds to the performance test.
4. Ensure that trainees are in appropriate working attire during the performance test.
5. Explain thoroughly the procedures of the performance test.
6. Be present at the test area during the entire test.
7. Observe carefully the specified time limits.
8. Stop the trainee if they destroy equipment or work in hazardous manner.
9. Give follow up questions in case a performance criteria is not demonstrated.
10. Closely  watch  the demonstration  of critical  aspects  of competency
11. Tick on the performance criteria  on  the  rating  sheets observed as demonstrated as the performance test is going on.

After the test

1. Provide immediate feedbacks starting with positive feedback to the performance that needs improvement.
2. In case  the  trainee  is not yet competent on an area,  advice him to go back to the particular task he failed to  perform  for  more  practice.
3. Re-assess the candidate on the competency that he  did  not  perform well.
4. Record the result to the Institutional Evaluation Record Sheet and the Progress Chart.
5. You may award the Certificate of Achievement the following day.